Participating

Objective: Learners are able to have a voice with their views taken into account and are involved in decision-making that affects them and their learning

For positive wellbeing, learners must be active participants in their own learning, be given opportunities to have their voice heard, and influence decision-making about their learning.

We need to create inclusive learning environments that enable all learners to actively participate and thrive.

Each student is entitled to learning that is responsive to their needs and aspirations, in a safe and inclusive learning environment.

Support for Student Carers

The Respectful Schools Support Team works with schools to build whole-school, inclusive communities and school-wide positive behaviour support systems. The team work with support teachers to help build the capacity of teachers in making educational adjustments to meet the diverse learning needs of students.

School Social Workers engage with students and school communities to promote access, participation and engagement and the wellbeing of students through inclusive practice and the celebration of diversity. School Social Workers have professional skills and knowledge in:

  • Attendance and retention
  • Bullying

Generally, students are referred to the school social workers by teaching or senior staff. Guardians can make referrals directly. Students can self-refer without parent consent however, it is considered best practice to inform, and work with, guardians.

School Psychologists provide assessments of developmental, cognitive and educational functioning to assist learning plans and educational adjustments for student learning. School Psychologists have professional skills and knowledge in:

  • Intellectual abilities of students with disability or exceptional ability
  • Early identification of students with developmental delays
  • Specific learning disorders
  • Strategies and interventions to support targeted literacy, numeracy or extended learning
  • Social and emotional learning

Speech and Language Pathologists are qualified and skilled in assessing, diagnosing and treating speech, language and feeding disorders and difficulties.

Inclusion and Diversity Services – coordinates quality services and support to ensure culturally responsive and inclusive learning settings for students with disability and students for whom English is an additional language. Specialist services include:

Support for Student Carers

School Health Nurses support schools, families and communities to help foster healthy choices, (physical, social and emotional), to create positive outcomes and a culture of lifelong learning. Primary School Nurses focus on: kindergarten assessments, hearing and vision screening, developmental checks, local/state/national health promotion initiatives, targeted screening and health education aligned with the Australian Curriculum. Secondary School Nurses focus on: health education aligned with the Australian Curriculum, including healthy relationships, mental health and wellbeing, body image, nutrition, local/state and national health promotion initiatives, targeted screening and positive parenting programs.

Resources for Cultural Diversity

Aboriginal Education Services

Field Study Centres

Government Education and Training International (GETI)

Good Teaching Guide: Differentiated Classroom Practice – Learning for All 

Good Teaching Guide: Inclusive Schools – Disability Focus

Good Teaching Guide: Inclusive Teaching for Students with Disability

Good Teaching Guide: Trauma Informed Practice

My Education

Supporting Student Need – a range of quality services and supports to ensure culturally responsive and inclusive learning settings and improved educational outcomes for students with disability and students for whom English is an additional language across Tasmanian Government schools

Educational Adjustments Disability Funding Model

Years 9 to 12 Project

Vocational Education and Training (VET)

The English as an Additional Language (EAL) Program delivers support through trained EAL support teachers. The models of implementation for support delivery and used by EAL support teachers are designed to translate current research into practice taking into account the context of the student and the demands of the curriculum being taught across all school sectors

The Strong Partnerships Framework shows how the Department of Education and the Education and Care community work collaboratively for the children and families at the centre of our work. The Framework provides a range of tools and resources, across seven domains, to support all Department of Education and Education and Care services, whether co-located or not, to work in stronger partnerships